Evaluation of an Interdisciplinary Educational Program to Foster Learning Health Systems: Education Evaluation
Abstract BackgroundLearning health systems (LHS) have the potential to use health data in real time through rapid and continuous cycles of data interrogation, implementing insights to practice, feedback, and practice change. However, there is a lack of an appropriately skilled...
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JMIR Publications
2025-01-01
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| Series: | JMIR Medical Education |
| Online Access: | https://mededu.jmir.org/2025/1/e54152 |
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| author | Sathana Dushyanthen Nadia Izzati Zamri Wendy Chapman Daniel Capurro Kayley Lyons |
| author_facet | Sathana Dushyanthen Nadia Izzati Zamri Wendy Chapman Daniel Capurro Kayley Lyons |
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Abstract
BackgroundLearning health systems (LHS) have the potential to use health data in real time through rapid and continuous cycles of data interrogation, implementing insights to practice, feedback, and practice change. However, there is a lack of an appropriately skilled interprofessional informatics workforce that can leverage knowledge to design innovative solutions. Therefore, there is a need to develop tailored professional development training in digital health, to foster skilled interprofessional learning communities in the health care workforce in Australia.
ObjectiveThis study aimed to explore participants’ experiences and perspectives of participating in an interprofessional education program over 13 weeks. The evaluation also aimed to assess the benefits, barriers, and opportunities for improvements and identify future applications of the course materials.
MethodsWe developed a wholly online short course open to interdisciplinary professionals working in digital health in the health care sector. In a flipped classroom model, participants (n=400) undertook 2 hours of preclass learning online and then attended 2.5 hours of live synchronous learning in interactive weekly Zoom workshops for 13 weeks. Throughout the course, they collaborated in small, simulated learning communities (n=5 to 8), engaging in various activities and problem-solving exercises, contributing their unique perspectives and diverse expertise. The course covered a number of topics including background on LHS, establishing learning communities, the design thinking process, data preparation and machine learning analysis, process modeling, clinical decision support, remote patient monitoring, evaluation, implementation, and digital transformation. To evaluate the purpose of the program, we undertook a mixed methods evaluation consisting of pre- and postsurveys rating scales for usefulness, engagement, value, and applicability for various aspects of the course. Participants also completed identical measures of self-efficacy before and after (n=200), with scales mapped to specific skills and tasks that should have been achievable following each of the topics covered. Further, they undertook voluntary weekly surveys to provide feedback on which aspects to continue and recommendations for improvements, via free-text responses.
ResultsFrom the evaluation, it was evident that participants found the teaching model engaging, useful, valuable, and applicable to their work. In the self-efficacy component, we observed a significant increase (P
ConclusionsWe present a program to educate the health workforce on integrating the LHS model into standard practice. Interprofessional collaborative learning was a major component of the value of the program. This evaluation shed light on the multifaceted challenges and expectations of individuals embarking on a digital health program. Understanding the barriers and facilitators of the audience is crucial for creating an inclusive and supportive learning environment. Addressing these challenges will not only enhance participant engagement but also contribute to the overall success of the program and, by extension, the broader integration of digital health solutions into health care practice and, ultimately, patient outcomes. |
| format | Article |
| id | doaj-art-776cda7ab99c45d4be2a18d725f89d1d |
| institution | Kabale University |
| issn | 2369-3762 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | JMIR Publications |
| record_format | Article |
| series | JMIR Medical Education |
| spelling | doaj-art-776cda7ab99c45d4be2a18d725f89d1d2025-01-24T09:25:18ZengJMIR PublicationsJMIR Medical Education2369-37622025-01-0111e54152e5415210.2196/54152Evaluation of an Interdisciplinary Educational Program to Foster Learning Health Systems: Education EvaluationSathana Dushyanthenhttp://orcid.org/0000-0003-2215-1005Nadia Izzati Zamrihttp://orcid.org/0009-0002-5522-8005Wendy Chapmanhttp://orcid.org/0000-0001-8702-4483Daniel Capurrohttp://orcid.org/0000-0002-9256-1256Kayley Lyonshttp://orcid.org/0000-0003-2224-1107 Abstract BackgroundLearning health systems (LHS) have the potential to use health data in real time through rapid and continuous cycles of data interrogation, implementing insights to practice, feedback, and practice change. However, there is a lack of an appropriately skilled interprofessional informatics workforce that can leverage knowledge to design innovative solutions. Therefore, there is a need to develop tailored professional development training in digital health, to foster skilled interprofessional learning communities in the health care workforce in Australia. ObjectiveThis study aimed to explore participants’ experiences and perspectives of participating in an interprofessional education program over 13 weeks. The evaluation also aimed to assess the benefits, barriers, and opportunities for improvements and identify future applications of the course materials. MethodsWe developed a wholly online short course open to interdisciplinary professionals working in digital health in the health care sector. In a flipped classroom model, participants (n=400) undertook 2 hours of preclass learning online and then attended 2.5 hours of live synchronous learning in interactive weekly Zoom workshops for 13 weeks. Throughout the course, they collaborated in small, simulated learning communities (n=5 to 8), engaging in various activities and problem-solving exercises, contributing their unique perspectives and diverse expertise. The course covered a number of topics including background on LHS, establishing learning communities, the design thinking process, data preparation and machine learning analysis, process modeling, clinical decision support, remote patient monitoring, evaluation, implementation, and digital transformation. To evaluate the purpose of the program, we undertook a mixed methods evaluation consisting of pre- and postsurveys rating scales for usefulness, engagement, value, and applicability for various aspects of the course. Participants also completed identical measures of self-efficacy before and after (n=200), with scales mapped to specific skills and tasks that should have been achievable following each of the topics covered. Further, they undertook voluntary weekly surveys to provide feedback on which aspects to continue and recommendations for improvements, via free-text responses. ResultsFrom the evaluation, it was evident that participants found the teaching model engaging, useful, valuable, and applicable to their work. In the self-efficacy component, we observed a significant increase (P ConclusionsWe present a program to educate the health workforce on integrating the LHS model into standard practice. Interprofessional collaborative learning was a major component of the value of the program. This evaluation shed light on the multifaceted challenges and expectations of individuals embarking on a digital health program. Understanding the barriers and facilitators of the audience is crucial for creating an inclusive and supportive learning environment. Addressing these challenges will not only enhance participant engagement but also contribute to the overall success of the program and, by extension, the broader integration of digital health solutions into health care practice and, ultimately, patient outcomes.https://mededu.jmir.org/2025/1/e54152 |
| spellingShingle | Sathana Dushyanthen Nadia Izzati Zamri Wendy Chapman Daniel Capurro Kayley Lyons Evaluation of an Interdisciplinary Educational Program to Foster Learning Health Systems: Education Evaluation JMIR Medical Education |
| title | Evaluation of an Interdisciplinary Educational Program to Foster Learning Health Systems: Education Evaluation |
| title_full | Evaluation of an Interdisciplinary Educational Program to Foster Learning Health Systems: Education Evaluation |
| title_fullStr | Evaluation of an Interdisciplinary Educational Program to Foster Learning Health Systems: Education Evaluation |
| title_full_unstemmed | Evaluation of an Interdisciplinary Educational Program to Foster Learning Health Systems: Education Evaluation |
| title_short | Evaluation of an Interdisciplinary Educational Program to Foster Learning Health Systems: Education Evaluation |
| title_sort | evaluation of an interdisciplinary educational program to foster learning health systems education evaluation |
| url | https://mededu.jmir.org/2025/1/e54152 |
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